1178290817 JohnGoodband070504

CAL’07 - Dublin: 

CAL’07 - Dublin Development, Disruption andamp; Debate – D3

Plan of presentation: 

Plan of presentation Keynote speakers Mobile Technologies Best of the rest

Keynote 1 – Perspectives on Disruption: 

Keynote 1 – Perspectives on Disruption Rose Luckin – idealist Software scaffolding to support learning Custom design of software for individual learning environments Integrating CAL into existing learning structure of student – parents, peer group etc.

Keynote 1 – Perspectives on Disruption (cont.): 

Keynote 1 – Perspectives on Disruption (cont.) Langdon Winner – realist Grand narrative of renewal through technology Dominant interest of commerce Educators adopt ICT because it’s there Disregard of real human needs India rejected $100 laptop – considered classrooms and teachers higher priority

Keynote II – ICT4DEV: 

Keynote II – ICT4DEV Astrid Dufborg – The big picture Massive disparity between developed and developing worlds Internet users – 66% of US, 4% of Africa ICT not a silver bullet Technology without capacity is futile Average African University has same bandwidth as average US household but at 50 times the cost

Keynote II – ICT4DEV (cont.): 

Keynote II – ICT4DEV (cont.) David Cavallo – Bottom up approach Constructionism – learning through actively constructing new knowledge Involved with educational reform in urban areas in the US, Brazil, Costa Rica Principal instigator of ‘One Laptop per Child’ (OLPC) initiative

Mobile technologies: 

Mobile technologies Mobile science learning using PDAs All materials needed re-formatting Some students found PDAs daunting Library web-page impossible to navigate Early days – students feel they will improve with time

Mobile technologies (cont.): 

Mobile technologies (cont.) Motivation and mobile devices Control of learning – can define own goals Ownership – personal device Mobiles are perceived as fun Wireless tablet used for bird identification – no birds seen, so used to Google Samuel Pepys (atypical 6-year olds!)

Mobile technologies (cont.): 

Mobile technologies (cont.) Evaluating biological identification using mobile devices PDA substitute for paper based methods Multi-access keys Based on Bayesian statistics (decision trees) Enjoyed by participants Future work aims to clarify learners’ interaction with mobile devices and contribute to a better understanding of how mobile devices should be employed

Putting control in the hands of the learners: 

Putting control in the hands of the learners Learners place high priority on learning any time and place Receptive to using m-learning on their own phones Texts sent to students containing ‘learning hints’

Learning socially through mobile gaming: 

Learning socially through mobile gaming Newtonian mechanics taught using java-enabled mobile phones Students encouraged to co-author microgames and share them with others Very popular + successful in initial trials with young people aged 11 - 14

Mobile technologies (conc.): 

Mobile technologies (conc.) Informal science learning with GPS-enabled PDAs with wifi and GPRS connectivity PDAs loaded with CAERUS software to guide participants around OU Nature Trail At relevant predetermined locations, contextually relevant info is delivered Participants able to form on-line learning communities

M-learning using podcast revision lectures in HE: 

M-learning using podcast revision lectures in HE 200 1st year students given ICT revision audio podcasts after completing courses On-line questionnaire used to assess attitudes to podcast compared with book General preference for podcast indicated Podcasting appears to have significant potential as innovative learning tool for adults learners in HE

Mathematical discourse and new media: 

Mathematical discourse and new media Media influence on mathematical discourse 2 empirical studies – research and undergrad 11 research mathematicians interviewed sketch + detailed + (typically) LaTeX code Undergraduates prefer handwritten + scanned paper + e-pen feedback Change of maths discourse towards alphabetical modality?

Computers in mathematics classrooms: 

Computers in mathematics classrooms Video data taken from 6 lessons Analysed using theory of Brousseau Disappointing levels of maths learning Use of ICT did not give students insight into the mathematical processes

An online image analysis tool for science education: 

An online image analysis tool for science education Virtual Telescopes in Education (VTIE) Suite of tools to produce reports Custom software to gather data and images from US astronomy database Collaboration supported by allowing students to collect data individually then assemble group report

E-learning in northern Norway & Suffolk: 

E-learning within Web 2.0 environment Learning community established over a 100 km radius Enables isolated students to be part of a shared learning experience E-learning in northern Norway andamp; Suffolk

How do we know if students are learning in Moodle Forums?: 

How do we know if students are learning in Moodle Forums? 5 year commitment to Moodle at NUI Maynooth 280 staff editing Moodle spaces 2000 independent logins per week 850 surveys returned - students liked convenience liked course review at revision time liked communication tools

Using serious games for learning in higher education: 

Using serious games for learning in higher education Virtual kitchen designed to train prospective employees in food safety Participants found the game much more stimulating than text books Recent trend where commercial game developers open up technology for modification provides new opportunities

2nd Life: 

2nd Life 5+million registered users US 31% - France 13% - UK 8% Mean age 33 Why replicate a campus? Sloodle – 2nd life + Moodle ISA(T) Identity – Space – Activity – (Tools)